This study explored whether Year 1 school children exposed to a 12-week classroom-based gross motor program progressed differently than Year 1 children undertaking their regular school program in motor proficiency, mathematics, and reading outcomes. Fifty-five Australian Year 1 school children (25 boys, 30 girls, mean age 6.77 ± 0.40 years) were exposed to either (i) their normal school program (Class N) or (ii) a 12-week program comprised of gross motor circuits and physically active: a) reading lessons (Class R) or b) mathematics lessons (Class M). Motor proficiency and academic performance in mathematics and reading were assessed using the Bruininks–Oseretsky Test of Motor Proficiency (2nd Edition) and the Wechsler Individual Achievement Test—2nd Edition—Australian Standardised Edition, respectively. Differences in outcomes between classes following the 12-week program were assessed. Mean change scores for the mathematics composite were significantly greater for participants in Class R (9.61 ± 5.62, p = .001) and Class M (7.57 ± 5.79, p = .019) than for participants in Class N (0.76 ± 8.00). Mean change scores for reading (11.54 ± 7.51, p = .017) and total motor composites (6.12 ± 5.07, p = .034) were also significantly greater for participants in Class M than Class N (4.47 ± 3.50 and 0.82 ± 4.38 respectively). A 12-week classroom-based gross motor program may be beneficial for motor skill development and learning in Year 1 school children. This pilot evaluation may usefully inform future experimental studies to further investigate whether classroom-based motor skill programs have a beneficial effect on motor proficiency and academic outcomes in children in the early years of primary school.

这项研究探讨了接受为期12周的基于课堂的总运动计划的1年级学生与在运动能力，数学和阅读结果上进行常规学校课程的1年级学生是否有不同的进步。55名澳大利亚1年级学童（25名男孩，30名女孩，平均年龄6.77±0.40岁）接受了（i）正常学校课程（N级）或（ii）由大运动组成的12周课程电路和身体活动：a）阅读课程（R类）或b）数学课程（M类）。分别使用Bruininks–Oseretsky运动能力测验（第二版）和Wechsler个人成就测验（第二版）-澳大利亚标准化版评估了数学和阅读的运动能力和学术表现。评估了为期12周的课程后，各班级之间的结局差异。R类（9.61±5.62，p = .001）和M类（7.57±5.79，p = .019）的参与者的数学综合平均变化得分明显高于N类（0.76±8.00）的参与者。M组参与者的阅读（11.54±7.51，p = .017）和总运动复合材料（6.12±5.07，p = .034）的平均变化得分也显着高于N类（分别为4.47±3.50和0.82±4.38） ）。以课堂为基础的为期12周的大运动​​计划可能有助于1年级小学生的运动技能发展和学习。